annual school report 2017 school year · award presented in sydney. ... one student went on to...

Annual School Report

2017 School Year

St. Joseph’s School

Wauchope

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King Street PO Box 9

02 6585 1745 02 6585 2867

http://www.wauplism.catholic.edu.au/

Catholic Schools Office Diocese of Lismore Page | 2

About this report St. Joseph’s School is registered by the NSW Education Standards Authority (NESA) and managed by the Lismore Catholic Schools Office (CSO), as the ‘approved authority’ for the Registration System formed under Section 39 of the NSW Education Act 1990. The Annual Report to the Parish School Community for this year provides the parish school community with fair, reliable and objective information about school performance measures and policies, as determined by the Minister for Education. The Report also outlines to the parish school community information about initiatives and developments of major interest and importance to the parish school community and the achievements arising from the implementation of the school’s Strategic Management Plan and Annual Plan. The Report demonstrates accountability to the Federal and State Government regulatory bodies, the parish and school community and the Catholic Schools Office. This Report has been approved by the CSO which monitors school processes to ensure compliance with all NESA requirements for Registration. This Report complements and is supplementary to school newsletters, year books and other regular communications. The Report must be available on the school’s website by 30 June 2018 following its submission to NESA. The contents of this Report may be tabled for discussion at various parent forums and all information is public. Further information about the school or this Report may be obtained by contacting the school on 02 6585 1745 or by visiting the website at www.wauplism.catholic.edu.au.


1.0 Messages 1.1 Principal’s Message

The primary purpose of St. Joseph’s Catholic primary school is to support the members of the parish community in providing a faith formation for their children. The school fosters a commitment to the individual person and provides opportunities for academic, cultural and sporting achievement. St. Joseph’s school offers students a quality Catholic education based on the teaching of the Church and within the context of a strong faith community. Our parish school continued to provide many opportunities for the students to excel in academic, cultural and sporting areas. All of these areas combined to ensure that our school’s mission was lived out daily in the life of the school. The students’ achievements and accomplishments were showcased throughout 2017. Student work was proudly displayed in classrooms, on school noticeboards, in the school office and on class webpages. School achievement was highlighted and celebrated at many school assemblies. Our focus was to continue to build on the reputation that St. Joseph’s School has earned as an exemplary school. The following list provides an indication of the school’s academic achievements. In 2017 the school:

- The Year 6 students participated in the Religious Education test demonstrating a strong knowledge and understanding of the Catholic faith.

- The EMU Mathematics intervention and classroom practices contributed to significant growth of student outcomes in mathematics.

- Students participated in the International Competition and Assessment for Schools in English, Mathematics, Science, Spelling and Computers. Many participants received Distinction, Credit or Merit certificates.

- Students participated in a whole school STEM day with support from Regional College Secondary School and implemented a gifted and talented day with St. Joseph’s School Laurieton.

There were many opportunities throughout the year for our school to be represented at community and cultural events. The following list provides an indication of the school’s cultural program and community involvement. In 2017 the school:

- Our students and school families were involved in planned activities and performances at the annual ‘Celebrate Jesus’ festival.

- Students actively participated in and raised funds through the Mini Vinnies Winter Sleep out which included the Mini Vinnies team from St. Mary’s in Bowraville.

- Students were involved in community awareness programs for waste recycling and gardening programs. One student went on to being nominated for the prestigious, Fred Hollow’s Humanity Award presented in Sydney.

- Students were involved in the ANZAC Day march and ceremony with the Wauchope community.

Students performed well at various sporting events throughout the year. The following list provides some examples of sporting highlights. In 2017:

- Students were involved in the school athletics program and competed in the school’s athletics carnival. One student went on to compete in the 100 metre sprint at the State Athletics Carnival held in Sydney and competed in the final for their age group in New South Wales.

- A team of Year 4, Year 5 and Year 6 students represented the school and region in the Schubert’s 7s Rugby League carnival.

- All students participated in School Athletics, Cross Country and Swimming Carnivals. - All students participated in our annual FUN RUN at Bonny Hills. There were many people who assisted in the school’s quest for excellence. In particular, special thanks are extended to the parent body and the school staff for all their generous efforts. St. Joseph’s School is indeed blessed to have such dedicated and enthusiastic people supporting the school.

Mr. Brendan Kiely Principal


1.2 A Parent Message

The St Joseph’s Parents and Friends Association (P&F) is a small but very dedicated group of parents that are a very important part of the greater school community. The main aims of the association are to:

- Liaise between the parents and school regarding any issues that arise

- Provide feedback on any changes or future plans

- Develop and foster the community spirit within the school

- Review policies and procedures where needed

- Work closely with teachers and staff to enhance the learning environment for our children

- Organise social events and work closely with the Parent Assembly

The parent body was consulted on a number of occasions throughout the year in relation to a change in school uniform with parents being surveyed. At this stage it has been agreed new sports shirts in house colours will be introduced in 2018. The P&F is also responsible for raising funds throughout the year for extra resources as determined in consultation with staff at the beginning of the year. We had another very successful year in 2017 raising funds through a variety of activities, including our biggest annual event, the 80’s Trivia Night, a BBQ and raffle at our school dance concert and a Domino Pizza fundraising day. As a result of these events, the P&F were able to provide substantial financial contributions to the school for:

- Joey Junior shirts

- Buses to sporting events

- Year 6 shirts and graduation

- Sporting equipment

- A thank you dinner for school volunteers

- World Teachers’ Day celebration

We have an amazing group of businesses in the area who each year continue their support or school with generous donations at our fundraising events,

In 2017, we welcomed our new Principal Mr. Brendan Kiely and teachers who have made a seamless transition into the St Joseph’s family. The Principal and Assistant Principal hosted the Mother’s & Father’s Day celebrations this year and both events were enjoyed immensely by all who attended. This year the P & F introduced the St Joeys’ P & F Face book page to enable families to communicate with us and for the committee to share upcoming events and gain support for the committee and what we help the school achieve. We finished 2017 with a Christmas Carols event held in the playground with families coming together to enjoy an evening of carols by the children, Santa and live music Overall it has been a very productive year for the P & F and the School; we hope in 2018 we continue to thrive. Gina Williamson President St Joseph’s Primary Parents and Friends Association.

2.0 This Catholic School

2.1 The School Community

St. Joseph’s School is located in Wauchope and is part of Our Lady of Lourdes Parish which serves the communities of Wauchope, Beechwood and Long Flat. School families are drawn from the towns and communities of Wauchope, Beechwood, Long Flat, Byabarra, King Creek, Pappinbarra and Comboyne.


Last year the school celebrated 89 years of Catholic education.

The parish priest Fr. Felix Ekeh is involved in the life of the school. St. Joseph’s is a parish school with strong links to the parish family. The school aims to involve the children and their families in the life of the parish through activities such as:

- Participation in Parish Sacramental Program - Involvement with and support of Bundaleer Nursing Home - Support of the local branch of St. Vincent de Paul by the Mini Vinnies Team - Ministries within our local parish of Altar Serving, Reading and Offertory The parish school uses the mandated Diocesan Religious Education curriculum and the resource text “To Know, Worship & Love”. Catholic life and culture permeate school life with 2.5 hours of religious education taught formally each week. The Diocesan Daily Prayer guidelines support the school’s prayer life. The aims and direction of our parish school are guided by Catholic Education in the Diocese of Lismore, Foundational Values for Catholic Identity and Mission. This Framework underpins all policy, planning, roles and processes within the parish school. Our aim is to increasingly integrate the essence of this statement into all aspects of school life. Religious Education is given priority in our school and classroom curriculum and planning. The parish school Mission Statement highlights the nature and calling of the school.

2.2 School Enrolment

St. Joseph’s School caters for children from Kindergarten to Year 6. The following table indicates the student enrolment characteristics:

K 1 2 3 4 5 6 TOTAL

2017 TOTAL

2016

Male 16 19 17 18 23 13 19 125 120

Female 18 21 13 18 24 26 13 133 127

Indigenous count included in first two rows

2 2 5 2 7 2 4 24 24

EALD (Language background

other than English) count included in first two rows

0 1 0 0 0 3 0 4 4

2.3 Student Attendance

In order for students to reach their full potential it is important that they attend school regularly. Whilst it is the parents’ legal duty to ensure their children attend school regularly, our staff as part of their duty of care monitor attendance each day. The Class Roll is marked every day and rolls are checked each week by the principal. The school uses the attendance coding system adopted in all NSW schools. Unexplained absences are followed up promptly by staff. Parents are requested to provide a satisfactory explanation for an absence by means such as a written note, telephone call, SMS message or email to the school preferably on the first day of absence, and certainly within seven days. The principal is made aware of sustained student absences or absences reflecting a pattern. In these situations the principal or delegated staff member contacts the parent/guardian. Parents are encouraged to arrange medical and other necessary appointments outside school hours. Prolonged periods of absence occur from time-to-time for various reasons. In these cases students and their parents meet with the principal to discuss the leave request.


The average student attendance rate for the school during 2017 is shown in the following table.

Kindergarten

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

All Years

Average Student Attendance rates 93 90.8 92.2 93.6 92.8 94.1 91.9 92.6

2.4 Teacher Standards and Professional Learning

Teacher Qualifications / Staff Profile Number of Teachers

1. Those having formal qualifications from a recognised higher education institution or equivalent.

24

2. Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.

0

3. Those not having qualifications described in 1 or 2 above but having relevant successful teaching experience or appropriate relevant knowledge.

0

4. Teachers with recognised qualifications to teach Religious Education. 15

5. Number of staff identifying as Indigenous employed at the school. 1

6. Total number of non-teaching staff employed at the school. 9

2.5 Teacher Attendance and Retention

The average teacher attendance figure is 93%. This figure is provided to the school by the CSO. The school also supported staff through flexible working arrangements and part time employment.

2.6 Initiatives Promoting Respect and Responsibility The school ensures that at every available formal and informal opportunity the values of respect and responsibility are promoted. We want every student to understand and appreciate that they are part of both the school and the local community. The school models and teaches students about respect and responsibility in a number of ways:

- Throughout 2017 key stakeholders further implemented the Making Jesus Real program which

- Complements the current school philosophy of Restorative Justice. This process involved Stage 3

- students working closely with teachers in forming Peer Support sessions to guide younger students.

- The values of respect and responsibility lie at the heart of Catholic schools and underpin all policies and procedures.

- In working with the wider community the students were actively involved in the ANZAC Day march

- within the township of Wauchope.

- The Seasons program was reintroduced l in 2017 as a response to assist students and their families.

- The school’s social justice initiative saw students connect with local crisis accommodation facilities in

- assisting with youth homelessness.

- NAIDOC week provided students and the indigenous community an opportunity to engage in local cultural activities and raise awareness of the importance of indigenous languages within the Biripi nation peoples.


- Both staff and students contributed generously to a range of registered charities such as Jeans for

- Genes, Socktober, St Vincent de Paul and Caritas Australia.

2.7 Parent, Student and Teacher Satisfaction The school uses a variety of methods to gauge parental, student and teacher satisfaction with school operations. The school understands the importance of regularly reviewing approval and satisfaction levels. Last year the following formal and informal opportunities allowed the school to test reaction to decisions, policy and school procedures.

- In 2017 the school reviewed and changed its Student Management & Behaviour Policy. The Positive Behaviour Structures for the school has assisted all stakeholders - staff, students and parents in gaining a common understanding around behaviour expectations.

- A new area for the library was established and the flexible and adaptive spaces for the Stage 1 rooms were upgraded, establishing more suitable spaces for both learning areas.

- Student voice was sought and an SRC led committee for school improvement was established. - Changes were made to the Student Leadership policy and a points accrual system lead to the

election of School Captains and Sports Leaders for 2018. - The Before and After School Care began in 2017. As a result, this program provided opportunities

for parents to have care available for their child within the school grounds. - Parents and staff were surveyed in relation to the school uniform in 2017 and decisions were

agreed upon to begin the change to more suitable and appropriate summer, winter and sports uniforms in 2018.

- A new multipurpose surface for the main COLA was completed, providing students with a more comfortable and appropriate surface on which to sit and listen to morning assemblies and have lunches.

3.0 Teaching and Learning

3.1 School Curriculum

The school provides a comprehensive educational program based on and taught in accordance with the NSW Education Standards Authority syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education. The school continues to work towards developing a 21c pedagogy. This pedagogy was underpinned by the allocation of a School Improvement Grant for students from Kindergarten to Year 6 receiving access to new technology devices such as I pads, Laptops, Interactive Televisions and flexible and adaptive furniture. In addition to new technology a sensory garden was developed to assist all students in health and physical education, giving opportunities for students to develop their fine and gross motor skills. The school also introduced a morning homework club; this initiative where classroom teachers supervise and support students, who might not have the chance to complete school work at home began in Term 2. Students in Year 5 & 6 competed over two terms in a combined Hastings Catholic Schools Debating competition. The success of the debating competition enthused and inspired students to participate in the Lion’s Club speech awards, showcasing the talents of our students and winning the overall title. The success of Tournament of Minds in Term 3 and Da Vinci Decathalon in Maths, English and Science and STEM initiatives inspired students to participate at next year’s events. Staff have worked consistently throughout 2017 to develop whole school agreed practices around Mathematical Rich Tasks, Daily Spelling, Grammar and Punctuation embedded into the Writing process and Writing Assessments and marking rubrics.


3.2 Student Performance in National Testing Programs The school participated in the National Assessment Program Literacy and Numeracy (NAPLAN) with students in Years 3 and 5 tested. In Year 3, 41 students presented for the tests while in Year 5 there were 29 students. In Literacy there were four elements tested. These were reading, writing, spelling and grammar and punctuation. In Numeracy, students were tested in number, patterns and algebra, measurement, data and space and geometry In both Year 3 and Year 5 there are six achievement bands with Band 6 being the highest level of attainment in Year 3 and Band 8 the highest in Year 5. The Commonwealth Government has set minimum acceptable standards for reading, writing and numeracy at particular ages. In Year 3, students who achieve Band 3 or higher have achieved above the minimum standard. In Year 5 those students who achieve at Band 5 and higher have achieved above the minimum standard set by government. At St. Joseph’s School, school and student performance is closely monitored. These tests are one means of gathering data on individual student and school achievement. School staff have participated in Catholic Schools Office information sessions on NAPLAN and SMART 2 Data Analysis workshops. The following data indicates the percentage of St. Joseph’s School students in each band compared to the State percentage.


Year 3 NAPLAN Results in Literacy and Numeracy Percentage of students in Bands 1 to 6

BAND 6 5 4 3 2 1

State School

State

School

State

School

State

School

State

School

State

School

Reading 29.2 29.3 21.8 19.5 22.7 24.4 15.7 17.1 6.5 7.3 4.0 2.4

Writing 14.5 17.1 38.7 41.5 23.1 19.5 17.7 19.5 4.3 2.4 1.6 0.0

Spelling 28.3 22.0 24.4 26.8 21.1 29.3 14.1 9.8 9.1 7.3 3.1 4.9

Grammar and Punctuation

35.8 36.6 26.5 19.5 14.4 17.1 10.7 17.1 6.9 7.3 6.0 2.4

Numeracy 23.0 14.6 20.3 19.5 27.3 19.5 17.0 31.7 9.6 14.6 2.9 0.0

Year 5 NAPLAN Results in Literacy and Numeracy Percentage of students in Bands 3 to 8

BAND 8 7 6 5 4 3

State School

State

School

State

School

State

School

State

School

State

School

Reading 18.4 17.2 21.3 10.3 26.1 31.0 17.0 27.6 12.7 13.8 4.5 0.0

Writing 5.3 0.0 12.8 3.6 30.0 28.6 36.0 53.6 9.3 10.7 6.5 3.6

Spelling 17.4 7.1 20.8 10.7 29.5 32.1 19.3 39.3 8.1 10.7 5.0 0.0

Grammar and Punctuation

21.8 10.7 14.4 10.7 25.7 21.4 16.0 32.1 15.6 21.4 6.4 3.6

Numeracy 13.4 14.3 19.1 7.1 29.3 28.6 23.6 35.7 11.6 14.3 3.0 0.0

As can be seen from the table the percentage of students in the top bands in Literacy and Numeracy is pleasing compared to State figures. A number of initiatives have contributed to these results including targeted professional development for teachers, comprehensive differentiation of content to extend and support students as well as personalised learning programs. NAPLAN results will be further analysed to inform and guide the direction for future improvements particularly in the area of Writing and Grammar and Punctuation. Further analysis of NAPLAN data also shows extensive growth for St Joseph’s students well beyond the expected growth. This can be attributed to excellent teaching and a school focus on targeted intervention programs to ensure growth for all students.


3.3 Teacher Professional Learning All teachers have been involved in professional learning activities during the year. These activities are designed to develop the professional skills and understandings of staff so as to improve student outcomes. Professional development can take many forms including whole-staff development days, subject specific in-services, meetings and conferences. Whole staff development day professional learning activities in 2017 were:

Staff Professional Learning Activity Date Presenter

Ignatian Spirituality 7/03/2017 Principal, Leader of Evangelisation

Catholic Worldview Permeation 24/04/2017 Principal, Leader of Catechesis, Leader of Curriculum School

PBS (Positive Behaviour System) & Schoolworx. 8/08/2017 School Leadership Team

Reading/Writing/Numeracy & Assessment 17/7/2017 School Leadership Team

Additionally staff attended either singly or in groups a range of professional development opportunities including:

Activity Staff numbers Presenter

Australian Curriculum: Mathematics 20 Anita Chin

Pastoral Care Framework 22 Principal

Mathematics: Rich Tasks & Assessments 21 LOP, Curriculum Coordinator

PBS (Positive Behaviour System) 18 Principal, PBS Coordinator

The professional learning expenditure has been calculated at $7,096 per staff member. This figure has been calculated by the CSO and reflects expenditure on casual release days and professional development activities in particular categories.

4.0 School Policies 4.1 Policy Review

School policies are reviewed regularly. The table below lists the school policies and notes any additions, changes or upgrades made during 2017.

Policy name Status in 2017 (No change, new policy, changes made)

Access this policy at:

Medication Policy Changes made Intranet

Student Attendance Policy Changes made Intranet, Parent Handbook

Needs Based Funding Model Standard Operating Procedure

New policy Intranet

Student Management & Behaviour Policy

Changes made Intranet, Parent Handbook

Emergency Planning Standard Operating Procedure

New policy Intranet

Financial Viability Standard Operating Procedure

New policy Intranet

Related Party Transactions Standard Operating Procedure

New Policy Intranet


Responsible Persons Standard Operating Procedure

New Policy Intranet

Student Non-Attendance Policy New policy Intranet

Work Health and Safety Policy No Change Intranet

Workplace Gender Equality New Policy Intranet

Parish School Youth Ministry Officer policy

New Policy Intranet

4.2 Enrolment Policy

Every new enrolment at St. Joseph’s School requires parents to attend an enrolment interview. The interview provides an opportunity to learn more about the educational experience provided by the school, specific school procedural policies and current school expectations. Preference for enrolment is given to children of baptised Catholics. It is a condition of enrolment that all children will participate in class religion lessons and activities, as well as prayer celebrations and school and class Masses.

Children who turn five by 30 June are eligible to apply for enrolment in Kindergarten. Enrolments for Kindergarten children are called for in the year before commencement. Other enrolments are accepted throughout the year if there are vacancies in the classes concerned.

A copy of the enrolment policy is located in the school office or it can be accessed on the school’s website. The School Enrolment Policy explains the Parish enrolment guidelines.

4.3 Pastoral Care Policy The school’s Pastoral Care Policy is based on the principles of restorative justice and procedural fairness. The formulated policy reflects the vision and mission of the Catholic Church and is characterised by safety, trust and mutual respect. To assist with the implementation of this policy a new Behaviour Expectations Matrix was established, which follows a school reward plan and proactive strategies for expected school behaviours – Responsible, Respectful and Resilient. To live out this policy, the school has adopted various programs aimed at helping students value themselves and experience positive well-being. These include programs focussing on self-esteem, social relationships and moral development. The school’s pastoral care program has been developed in consultation with staff, parents and students. Programs available within the school that support this policy are the Chaplaincy Program and the engagement of the School Counsellor and Headspace practitioners.

4.4 Discipline Policy The principles of Positive Behaviour Systems and Restorative Justice Practices are embedded in the school’s Behaviour Management Policy. These principles include being Respectful, Responsible and Resilient and acknowledging the inevitability of conflict and hurt in relationships, working towards healing by repairing relationships, and learning and growing from experience. The policy is regularly communicated to all members of the school community. Students, staff and parents have a clear understanding of the behaviour expectations articulated through this policy and are supportive of the need to provide a safe and caring learning environment. The policy acknowledges teacher and student rights and responsibilities, and is based on the Gospel teachings of love for self and others. This policy is readily available to all and was developed in consultation with all key stake holders. The school does not sanction corporal punishment or allow parents to administer corporal punishment in the school

4.5 Complaints and Grievance Policy The school policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive and conciliatory environment. Any concerns raised are responded to promptly and fairly, and confidentiality is always maintained. The policy is available from the school’s website and is in correlation with the Diocese of Lismore Policy.


5.0 School Determined Improvement Targets

Each year the school develops an Annual Plan drawn from the five-year Strategic Plan. 2017 was a very rewarding year.

Key improvements achieved this year

Key Improvements for next year

Catholic Identity and Mission ● Built and nurtured authentic partnerships,

encouraging inclusion, participation in commitment to the Catholic life of the school and parish

● Fostered a rich and engaging Religious Education that focused on the head, heart and hands.

Catholic Identity and Mission ● Evangelisation: Strengthen Parish and School

celebrations / connections that reflect the new evangelisation initiatives.

● Parents are encouraged, recognised and welcomed as co-responsible partners in Catholic education. Celebrate the successes of children who are involved in weekly Masses and liturgies.

● Catechesis: Create a rigorously planned and supported Religious Education Curriculum as part of integral formation for each student. Implement policies, programs and processes that focus on CWV (Catholic World View) which are founded upon and promote Christian living.

● Provide opportunities for students participating in Sacramental programs to attend Mass more frequently. Support teachers in the Permeation of the CWV into the appropriate KLA’s and provide quality Professional Development of teachers to implement a rich and engaging Religious Education curriculum into classrooms.

Organisation and Co Leadership ● Developed a culture of accountability,

transparency and a shared purpose

● Designed and implemented a strategic plan to

empower and build capacity of relationships

Organisation and Co Leadership ● Implement into the school the BCC program

(Building Cultural Capacity Program). Create a SIT (School Improvement Team) that enables the school to apply a self-managed process for cultural and organisational change.

Teaching and Learning ● Created a culture that promotes richer

engagement and excellence in learning.

● Developed an informed awareness and knowledge of the positive implementation of 21st Century learning.

Teaching and Learning ● Literacy: Increase the achievement levels of

students in writing. Participate in action learning cycles that are evidence based to increase teachers’ skills set in writing.

● Literacy: Develop consistent practice in the gradual release of responsibility for all stages of the writing process especially in planning, sentence structure and engaging the audience. Create essential learnings in writing. Use innovative practices involving STEM/ICT amongst staff.

● Numeracy: Increase student achievement in mathematics. Heightened accountability and commitment by staff to our whole school agreed practices in mathematics.

● Numeracy: Utilise the Action Learning cycle in teams to develop Mathematical rich tasks and differentiated assessments. EMU is used consistently for warm-ups throughout the school. Use innovative practices involving STEM/ICT amongst staff.

Community and Relationships ● Explored opportunities to promote and raise the

profile St Joseph’s School in the wider community.

Community and Relationships ● Promote reciprocal relationships – including

student-teacher; student-student; teacher-teacher; principal-teacher; parent-teacher; priest


● Built stronger relationships that foster authentic partnerships

– student; priest – teacher and other relationships. Increase student voice and active participation in the matters of the school which underpin Pastoral care and Well-being.

● Develop our Pastoral Care and wellbeing policy in light of the Pastoral Care Framework. Develop staff skills and knowledge in order to prevent or address specific needs: PBS Promotion of health and wellbeing; resilience; academic care; and social capital - SRC representatives from all classes meet to have a voice and be involved in what happens around the school. Create a sense of belonging and student voice through team building activities led by school student leaders.

6.0 Financial Information Catholic schools are accountable for all monies received. Each year, the Lismore Catholic Schools Office submits to the Commonwealth Government a financial statement on behalf of the parish primary schools and secondary colleges. This statement details the income and expenditure of each school. In addition, the financial accounts for each school and for the Catholic Schools Office are audited annually. A visual summary of the income and expenditure reported to the Commonwealth Government for 2017 is presented below:


Fees10.2%

Other Private Income

3.1%

Grants - State Govt.20.9%Grants -

Commonwealth Recurrent

65.8%

Grants - Govt Capital0.0%

Other Capital0.0%

2017 INCOME - St Joseph's Primary School WAUCHOPE

Salaries & related76.3%

Other22.8%

Capital0.9%

2017 EXPENSE - St Joseph's Primary School WAUCHOPE

annual school report 2017 school year · award presented in sydney. ... one student went on to...

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